ONE, TWO, SING! HOW PRESCHOOL TEACHERS UTILIZE MUSIC ACTIVITIES IN THE CLASSROOM: A CASE OF KIAMBU COUNTY, KENYA

Muya Francis Kihoro

Abstract


Research has proven beyond doubt that music activities are an invaluable resource in the learning process, especially for young children. However, how these music activities are used in the learning process is not known. The current study set out to document the various ways preschool teachers use music activities in the course of instruction. It was anchored on the theory of Multiple Intelligences by Gardner. The researcher randomly selected one preschool teacher from each of the twelve sub-counties in Kiambu County, Kenya. This made a total of 12 respondents. A researcher constructed observation guide was used to record how preschool teachers used music activities in real preschool classroom situations as they taught. The respondents were later interviewed. This article documents the findings, which revealed very innovative ways of integrating music activities in the course of instruction. It is recommended that teachers reflect and explore the best ways and times to use music activities in the learning process for maximum effect. Music may also be used at other levels of education to improve the learning environment.

 

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Keywords


preschool, preschool teachers, music activities, multiple intelligence, musical intelligence, Kiambu County

References


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